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<font size=5><font color="blue">Standards

Standards Addressed:

GA Fifth Grade Science

STANDARD S5L1 Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.

ELEMENT a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).

GA Common Core ELA/Reading

ELACC5RI1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

ELACC5RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

ELACC5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

ELACC5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

ELACC5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

ELACC5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

<font size=5><font color="blue">Teacher Implementation Notes

This webquest is designed to be done either as a stand-alone project for individuals or it can be done in class as part of a rotation.  The minimum number of days is 5 (counting presentation day on Friday).
Differentiation - for stronger learners, encourage the use of 3D printed models and the Mensa for Kids site, which contains more information that will help develop understanding of classification.  For struggling learners, encourage the use of the videos (Teacher Tube and BrainPop) to help students develop skills with understanding classification.  You may also assign the steps of the process to certain days and place students in small groups to ensure the assigned steps are completed each day.
Implementation - students may use whatever materials they prefer to create their designer pet.  As much as possible, have artistic materials on hand (construction paper, glue, scissors, string, cotton balls, fabric, cardboard, styrofoam).  Students can make their pet at home and bring it in if so desired.  

<font size=7><font color="blue"> References

Chaos, A. (2010). Goats [photograph].  Retrieved from https://www.flickr.com/photos/36961634@N00/4968548021/in/photolist-8z47e4-RjxTR-J4eYW-T6Y2V 
Elgood, S. (2009).  Blob fish [photograph].  Retrieved from  https://www.flickr.com/photos/simon_elgood/3951137751/in/photolist-729BAF-4z9Q9d-4z5AY2-4z9LEf-4z9NVY-4z5xaM-4z9LTQ-4z5wrn-4z9Kkf-5xJeiy-5xseKb-5y9847-7Q6TDG-4DX1uB-4z5Bhr-4z9Nv5-3NUjg-gRqw53-DKUB-6oboqF-aoimN-ffnkLG-aKiaSR-aKiXaz-aNuaMc-4z5B84-4z9TrA-5xnQxD-4z5uFp-4ft6rs-4z9Pzq-4z5BRP-5xV9pu-4z5vot-4z9P3Y-4z5ymX-4z9RyY-7ppJ4P-5xV9Lw-aJrAWK-aCPHHT-aD6nPj-aJrB8a-aJrBeH-9WfznJ-aJrBnK-bBhTsB-8nnCPh-anmGzF-ebuu8i
Richter, S. (2017). Horse lizard [photograph]. Retrieved from https://pixabay.com/en/horse-lizard-pfechse-photoshop-2445740/
Richter, S. (2017). Pug owl [photograph]. Retrieved from https://pixabay.com/p-2648774/?no_redirect
Ricter, S. (2017). Tiger budgie [photograph]. Retrieved from https://pixabay.com/en/tiger-budgie-tiger-parakeet-2430625/
Rodriguez, J. (2012). Personaje [photograph]. Retrieved from https://www.flickr.com/photos/louisseplisko/6956776315/in/photolist-bAKiee-nTV789-ayQiGU-qesgCt-a6RwdB-p4BCPt-4EtgnP-fkR151-g5Lhh3-71VDLR-nteLHx-an3sBZ-nvGxtt-8Qoeh2-hpmFBT-oMVHrh-6zHSJf-tYvtd-ab5SNm-4uoduM-Dk8sbL-Sr2ySJ-6w731y-5zt2mJ-53XHHH-8BmjNZ-687PcH-bZjLhd-fE9h12-bu4Hyz-CBr55v-9aEKZt-6ahPzF-agCzdg-9b4vFG-4nS3nV-8dWw4e-a4yGyu-bqChjp-3WZpXA-fuFEz-aksjXC-bivtc6-5WxRqJ-pHgAdU-aFcxLa-4S9c2e-6fQB24-dvxcwY-9wuRZs
 Special thanks to Katherine who helped me locate the resource about how animals use smell 
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